In a question and answer advisory, the author gives advice to a preschool teacher working with a child who is having difficulties with sequencing, or the ability to put together a purposeful pattern of action, behavior, ideas, or thoughts. The author advises that through careful observation and appropriate learning opportunities, the children's…

Sequence knowledge acquired by repeated exposure to targets in a speeded localization task was studied in 3 experiments that sought to test A. Destrebecqz and A. Cleeremans's (2001, 2003) claim that, under certain circumstances, the expression of such sequence knowledge cannot be brought under intentional control. In Experiment 1 participants were…

This paper proposes a genetic development of the concept of limit of a sequence leading to a definition, through a succession of proofs rather than through a succession of sequences or a succession of epsilons. The major ideas on which it is based are historical and depend on Euclid, Archimedes, Fermat, Wallis and Newton. Proofs of equality by…

In two experiments, pupils in the primary grades were given concept attainment tasks. (Author)

This study tested the hypothesized relationship between overt sensorimotor ordering experiences and relational responding in preschool children. (Author/CS)

The focus in this analysis is on three theories of the relationships among reading comprehension skills primarily relating to the skills used in reading, not to the process or to the instructional procedures used for reading, as differentiated by Robinson. Consideration is given to three factors: (1) the existing need for theories and models in…

A strategy for investigating which individual difference variables have transfer value at various stages of acquiring effective reading skills was discussed. Definitions of basic human abilities, including intrinsic and extrinsic individual differences were reviewed. In examining the required subskills in the reading process, it was pointed out…

A theory of structure in teaching is presented and a system of analysis introduced which allows empirical investigation of verbal behavior in the classroom. Two kinds of structure are distinguished: "static" structure, defined as stable organized clusters of knowledge, and "kinetic" structure, defined as the sequential process of building up…

A hierarchical learning task was designed and developed in accordance with an instructional design model to study questions concerning task structure, sequencing, and other instructional design variables. To provide control and generality, the learning task was based on an entirely imaginary science. (RH)

The article describes language programing methods (based on linguistic principles) for profoundly mentally retarded children. (CL)

Presents a developmental approach to teaching programing at all educational levels which stresses concepts rather than syntax; provides motivation, relevant examples, and activities; proceeds from concrete to pictorial to abstract according to age and experience of learners; and utilizes increasingly complex activities building upon and extending…

Argues in favor of introducing the informal style before the formal style in general Japanese language courses. Presents the pedagogical arguments under three headings: sociolinguistic, linguistic, and psycholinguistic. Suggests that the learning sequence should be (1) simple "futsuutai" sentences; (2) complex "futsuutai" sentences; and (3)…

A major problem in competency-based education is the lack of clarity in defining competence. This monograph describes the levels of competence used in developing competency-based educational programs and provides a taxonomy that can be used in developing competency-based instruction. The taxonomy includes four levels. Level 1 includes specific…

Translating social studies objectives into learnable tasks for students in the classroom involves understanding what a learning activity is, and that different types of learning activities serve different functions. An example of a learning activity sequence which includes four catagories of activities--intake, organizational, demonstrative, and…